Graphic Organizers Critique: Questions

1. How did I select the instructional strategy?

Using the inquiry method seemed to be the best way to achieve the desired
outcomes for this ELA class of EAL students. In pairs, they will explore a
question linked to the graphic novel (7 Generations: Stone) or Aboriginal
history that they would like to inquire further about. Students will end up
creating a display (using pictures, text, symbols, objects, artifacts, models,
sounds, borders, and other visuals) to best represent the learning from their
inquiry. Students may include text, visuals, sounds, video, or any medium
that is deemed appropriate. A collaborative rubric will be created next class.

Is the instructional strategy one I am very comfortable with?

I am quite comfortable with this strategy, however, will become more
comfortable as I use it more in the future.

Is the instructional strategy the most likely one to allow

students to understand?
Yes. In order for students to expand their knowledge beyond the scope
of what was covered, analyzed, and discussed during this graphic
novel study, they would need to conduct further investigation of an
aspect that was of interest to them.

Is it the most likely one to help student use what they have
learned?
Yes. Simply listening to a teacher giving information about Aboriginal
history or content from the novel, participating in discussion, or
reflecting on the novel is not enough to develop a deeper awareness
and knowledge of our Aboriginal people. By doing hands-on inquiry;
critically thinking about what information they come across; evaluating
the relevance, reliability, and authenticity of sources; compiling
information in an organized manner; and then presenting it in a
creative forum of the students choice, gets them more actively
engaged with the material, and develops more self-confidence and selfefficacy in their learning process.

Did I figure out who my students were and relate it to them?

Yes. My students are grade 9 EAL students. Despite these particular
students having lived in Canada for a period of time, and being quite
fluent in the English language, there are often still many barriers to
their learning that they encounter until they have reached a level of
fluency of that compared to a Native English speaker. As such,
research shows that full language emersion with course content laced
with embedded context and cognitive challenges is the best way to

fast-track their English Language development. This hands-on

approach is also proven to be compatible with such learners, and with
partner collaboration to complete this project, students are further
supported with this peer interaction.

2. Have I identified all the things my students will need to know and be
able to do in order to learn this way?
Yes. However, we may also need to implement a mini-lesson when they
begin their research on how to evaluate sources (primary, secondary, etc.),
and where those sources come from (internet, books, etc.)
3. Do I have a good plan to check what they know and can do before,
during and after they learn?
Yes. I will ensure they have formulated a good inquiry question prior to
beginning research, and task them with explaining to me what types of
evidence they might be looking for, what their game-plan is as partners for
how they will go about this research, how they will share the workload, etc. A
collaborative rubric will be created with student input, which will guide their
research process, and allow them to self-assess where they are during their
research. Afterwards, they will display their project in the forum of their
choice and give a mini-presentation of their findings in a museum walk.
4. Do I have successful plan to teach these skills if they are absent?
If students are absent, they will either have to navigate a way to collaborate
with their partner, as to ensure proper sharing of the workload, and continue
their research from home. If their partnering does not work out, the partner
may have to join another group for their project, and the absent student may
have to complete theirs solo, or may be given the option of doing an
individual research paper to explore their inquiry question.